Course Assessment in a Teacher's Learning Community

View Sample PDF

Author(s): Giorgos Hlapanis (University of the Aegean, Greece)and Angélique Dimitracopoulou (University of the Aegean, Greece)
Copyright: 2009
Pages: 22
Source title: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-60566-120-9.ch047

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

Purchase

View Course Assessment in a Teacher's Learning Community on the publisher's website for pricing and purchasing information.

Abstract

How can we assess the effectiveness of a course that is implemented in the context of a technology based Learning Community (LC)? What are the features of successful courses? Under what circumstances is a LC created within courses? Such questions were explored during an educational program for in-service K-12 teachers concerning the use of ICT in their teaching practices. During the implementation of the program, a research study took place. Assessment issues were dealt with and one course was proven the most “successful”, according to specified criteria. In this chapter, features of this course are presented in detail. We studied the role of e-moderation and how different means of communication were used during the course implementation. During our analysis, we deduced that a key factor for the success of the course was the creation and evolution of a LC. Finally, conclusions, benefits and perspectives of issues presented are discussed.

The IRMA Community

Research IRM

Course Assessment in a Teacher's Learning Community

Purchase

Abstract

Related Content

IRMA Sponsors